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ERIC Number: EJ1113345
Record Type: Journal
Publication Date: 2016-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0897-5264
Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students
Nadler, Dustin R.; Komarraju, Meera
Journal of College Student Development, v57 n6 p667-679 Sep 2016
Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and Perceptions of Stereotype Threat. ANOVA results revealed that among African American men, those who had a stronger academic identification performed worse than those with a weaker identification; however, the reverse was true among African American women, as those who had stronger academic identification performed better than those with a weaker identification. Finally, both stereotype threat and autonomy support improved test performance for all participants (on easy items), except when women received both conditions. Our results indicate that the deleterious effect of stereotype threat is not consistent, and that performance may be boosted by providing greater autonomy support and strengthening academic identification (especially for female African American students).
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Academic Self Concept Scale; Raven Progressive Matrices
Grant or Contract Numbers: N/A